PR2013_SocialBehSci_rpt.doc Fall 2013 See program review website for detailed timeline and relevant request forms: https://research.gwc.cccd.edu/oir/progreview/2010/index.html Golden West College INSTRUCTIONAL PROGRAM REVIEW Fall 2013 Program Name: Social and Behavioral Sciences Division Name: Business and Social Science Overview of Program Program Contact Information: Program Contact Name Phone # E-mail prefix Program Manager Title Salary Sched/Column Phone # Office Location E-mail prefix Classified Staff Title Salary Sched/Column Phone # Office Location E-mail prefix Full-Time Faculty Phone # Office Location E-mail List the Department Contact Information: Dean: Jeff Courchaine, Business and Social Sciences Learning A.A. – El Camino College, Torrance CA; B.S. – Applied Mathematics, University of California, Los Angeles; M.S. – Computer Science, Azusa Pacific University, Azusa, CA. Phone #: 714-892-7711 ext. 55035. Office Location: Admin 219 E-mail: [email protected] Department Chair: Nina Chapman, Associate Professor, Sociology B.S., M.A., University of California at Riverside, further graduate study: University of California at Riverside. Phone #: 714-895-8300. Office Location: Admin 221 E-mail: [email protected] Economics: No full time faculty (recruitment in process) Political Science: Margot Bowlby, Associate Professor, Political Science 1 PR2013_SocialBehSci_rpt.doc Fall 2013 B.A., UCSD; M.A., California State University, Long Beach; further graduate study: UCSD Phone #: 714-895-8301. Office Location: Admin 216 E-mail: [email protected] Psychology: Maria Chovan-Nelson Professor, College Success/Psychology A.A., El Camino College; B.A., California State University at Dominguez Hills; M.A., Loyola Marymount University. Phone #: 714-892-7711 x51053. Office Location: Admin 225 E-mail: [email protected] Steven A. Isonio Professor, Psychology B.A., M.A., California State University, Fresno; Ph.D., University of California, Riverside. Phone #: 714-892-7711 x55033. Office Location: Admin 225 E-mail: [email protected] Sociology: N. Chapman Associate Professor, Sociology B.S., M.A., University of California at Riverside, further graduate study: University of California at Riverside. Phone #: 714-895-8300. Office Location: Admin 221 E-mail: [email protected] Classified Staff: Susan Girard, Division Office Coordinator Current State of the Program 1. What does your program do well? The Social and Behavioral Science Department is one of the most productive on campus. While having to decrease number of courses scheduled beginning in Fall 2009 (due to state budget cuts), which have been in effect since then, our program still: Increased Efficiency with a FTES per FTEF ratio at 62 up to 68 – 1 (higher than most programs on campus). Our mixture of traditional, LCF, online and online mixed (hybrid) allows for a diversity of instructional delivery which has proven popular with students. Diverse scheduling (day, evening and online) translates to a high fill rate (94% to 101% in all but one semester; administrative guidelines led to a decreased fill rate of 84% in Spring 2013). After meeting with California State University faculty, our Department created and received CCI and state approval for AA-Ts in Psychology, Political Science and Sociology. We added an AA Major in Sociology. Several of our courses are included in three additional inter-departmental degree (Area of Emphasis in Social Science, Area of Emphasis Liberal Studies—Social and Behavioral Sciences and Area of Emphasis Liberal Studies--Social Behavior and Self Development). We have added a few young and energetic faculty members as part-time instructors. 2 PR2013_SocialBehSci_rpt.doc Fall 2013 Our Department continues to strive to evaluate all courses on SLOs in all classes within the division. All faculty now post syllabi in Blackboard so that SLOs are available for review campus-wide by students. Our Department has “mapped” courses to the Sociology AA Major Program, Political Science AA Major and AA-T Major Programs and an AA: Area of Emphasis- Social Science Program. 2. What are the challenges to your program. Within your program’s control: We need to continue to strengthen implementation of Student Learning Outcomes to meet with accreditation mandates. To this end, SLO Coordinators have worked with faculty for the last two years on SLO generation, assessment and modification as needed. Social & Behavioral Science full time faculty continue to work with part-time faculty to implement and assess SLOs successfully. We need to continue to update articulation agreements with CSULB, CSUF and UCI as well as other California State and University of California departments. Regular interaction with Articulation Officers is ongoing. Faculty members within our Department are concerned that the articulation of some courses may be jeopardized. The increased number of LCF traditional and online courses in our disciplines has made it increasingly difficult to implement college-level skills; notably research, writing and critical thinking skills. These skills are essential in ensuring that our courses articulate. We need to continue to work with Counselors to ensure that our transfer programs (AA and AA-T) are up-to-date and are well-known to our students. We need to continue to maintain our efficiency while increasing our student success. This offers a serious challenge as increasing student success, particularly in LCF classes, is difficult. Historically, LCF classes began as a pilot program and were supported by at least three additional support personnel. Over time, Administration cut almost all support while increasing the number of LCF classes offered, especially in our disciplines. Campus-wide, LCF classes teach 1/3 of our FTES, and our Department has made major sacrifices to ensure that during the budget crisis, our College met its FTES goals. With a more sustainable state budget, our College is currently constrained. LCF faculty from our Department have met with various agents at our College to discuss concerns regarding LCF classes and support. To this end, a pilot program has been initiated which provides administrative and substantive support for LCF sections. In its first semester Spring 2013, this program makes minimal support available to only a few LCF classes. Data does consistently show that LCF decreases student success. Although there are some exceptions, generally speaking, as class size goes up, student success goes down. With new legislation from the state regarding student success, the success of students in our classes and programs is becoming more central. Currently, our College and our Department gauge “student success” based on student completion rates. Our Department believes this to be a very narrow measure of overall student success and would like to continue to engage our colleagues and administrators in discussing a more comprehensive definition/explanation of “student success” including, but not limited to, persistence in completion of classes, identification of the student populations most at risk of failure, and adequate support services for students in academic peril. We need to even better accommodate increased student demand for classes. To address these challenges, classes are scheduled to ensure: 3 PR2013_SocialBehSci_rpt.doc Fall 2013 1) maximum utility of large class factor classrooms, 2) high enrollment classes are offered from 8:00 a.m. through 3:35 p.m., allowing students ability to avoid schedule conflicts, 3) schedule Fall and Spring semester classes are balanced in terms of LHE and Enrolled students, 4) a two year rotation of classes, with core and major courses offered ever semester or every other semester and elective courses offered within a two year rotation, 5) add additional sections of high demand classes; e.g., Research Methods. 6) creation of a campus-wide ‘pipeline’ for students at GWC is being implemented this year. This effort is designed to allow students to progress through all required courses in a two year period as time to graduation is an issue. This availability of courses in sequence should also help meet student demand for classes. Student success rates may be largely affected by the number of students who stop attending, but who do not withdraw from the class. To address this challenge, we have or currently are: 1) posted important deadlines outside of Division office, in each classroom, and requested that faculty post in class and/or in syllabus, 2) requesting additional Full Time Faculty to lead programs that rely too heavily on Part Time instruction (Economics and Psychology this reporting period). While trying to increase student success and with an increased student load (60+ to 1), faculty need to have the benefit of a stable schedule as well as a physical environment conducive to learning. Scheduling of courses and of classrooms has moved towards these goals. Pilot program providing Course Assistants available in Forum classrooms, while minimal, was a start in helping to address problems with Forum style classrooms. On-going maintenance of classroom computers, over-head projectors and other technology needs to continue. Classrooms used by our Department faculty have been cleared of unnecessary equipment (i.e., outdated maps, old student reports) after each semester. These processes need to continue so as to provide for a clutter free and efficient physical environment conducive to learning. Because of the high number of Part Time (PT) faculty, full-time faculty must be involved in the